[目的/意义] 直播培训是一种便捷的知识传播方式，尤其是新冠疫情以来，已经成为了一种必不可少的知识传播手段，也已经成为图书馆开展信息素养教育培训的重要途径。分析信息素养教育直播培训中学员专注度影响因素，对改进直播培训工作具有借鉴意义。[方法/过程] 基于“中科院科研信息素养讲堂”开展的171场直播培训数据，从培训活动组织的视角出发，通过构建回归模型，实证分析培训内容、培训组织、培训时间、收看设备等直播培训组织实施过程中的多个核心要素对学员专注度的影响，并进一步探讨各因素对移动端和非移动端学员专注度的影响。[结果/结论] 实证结果表明收看设备、是否课程、是否报名显著影响学员专注度，主题类型、学科属性、是否收费、时间安排等对移动端学员专注度影响显著。建议优化培训内容体系、规范培训组织管理、加强移动服务研究、采用激励措施及加强实操培训和互动环节。
[Purpose/significance] Live training is a convenient way of knowledge dissemination, especially since COVID9, it has become an indispensable means of knowledge dissemination, and has also become an important way for libraries to develop information literacy education training. Analyzing the influencing factors of trainee concentration during information literacy education live training has references to improve the live training services. [Method/process] The research was based on the 171 live training data carried out by the "Scientific Information Literacy Lecture Hall of the Chinese Academy of Sciences". From the perspective of the organization of training activities, by constructing a regression model, it empirically analyzed the impact of core elements of the training content, training organization, training time, and viewing equipment during the implementation process of the live training organization to the trainee concentration, and further explored the impact of various factors on the concentration of mobile and non-mobile trainees. [Result/conclusion] The empirical results show that the viewing equipment, course or not, and register or not significantly affects the concentration of the trainees. Theme types, subject attributes, charge or not, and time arrangements have a significant impact on the concentration of mobile terminal trainees. It is suggested to optimize the training content system, standardize training organization management, strengthen mobile service research, adopt incentive means and strengthen practical training and interactive links.
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